University of Zagreb Faculty of Teacher Education - Digital repository
University of Zagreb Faculty of Teacher Education - Digital repositoryNot a member yet
4576 research outputs found
Sort by
Influence of Classical Music on Development of Preschool Child
No full textU ovom završnom radu obrađena je tema kako klasična glazba ima utjecaj na rast i razvoj predškolskog djeteta. Opisan je razvoj kroz njegove kategorije, fiziološku, motoričku, socijalnu i intelektualnu te je opisano kako se ostvaruje glazbeni doživljaj kod djece. Same kompetencije odgajatelja u izvođenju aktivnosti koje uključuju glazbenu umjetnost ključne su u odgojno-obrazovnoj ustanovi. Utjecaj klasične glazbe je izniman i jak na dijete. Stvaranjem okoline koja pobuđuje i razvija sposobnosti pojedinca unaprjeđujemo njegov napredak i daljnje obrazovanje tokom života. Skladbe za aktivno ili pasivno slušanje trebaju biti umjetnički vrijedne. Slušanjem umjetnički vrijedne glazbe, djetetu nesvjesno postavljamo standarde za glazbu i usađujemo prave vrijednosti glazbe.In this graduate paper it is explained how music has influences growth and development of a preschool child. Development is described trough its categories, physiological, motorical, social and intellectual and it also describes how musical experience is achieved in children. Competencies of preschool teachers in preforming activities which include music art are crucial in educational institution. Influence of classical music is exceptional and strong on a child. Creating an environment that awakens and develops abilities of an individual, we improve its progress and education later on. While choosing songs, which a child will listen to in active and passive listening, the preschool teachers need to ensure that the songs are artistically valuable. Listening to artisticlly valuable songs, a child unconsciously is builds standards for music and we are instilling true values of music
Opinions Of The Faculty Of Teacher Education's Students About The Professional-Pedagogical Practice In Primary School
No full textStudenti Učiteljskog fakulteta osim što stječu teorijska znanja o odgoju i obrazovanju, duţni su odraditi stručno-pedagošku praksu u jednoj od osnovnih škola u Republici Hrvatskoj. Cilj je stručno-pedagoške prakse omogućiti studentu neposredni uvid u odgojno-obrazovni rad škole i rad učitelja mentora te ostvarivanje svrhe i zadaća nastave u niţim razredima osnovne škole, primjena različitih teorijskih znanja u nastavi i izvannastavnim aktivnostima kao i praćenje rada učenika s posebnim potrebama s naznakom stvaranja kompetentnih učitelja u svim mogućim radnim situacijama (Pušić, Sablić i Škugor, 2019).
Trajanje i opterećenje vezano uz kolegij Stručno-pedagoška praksa razlikuje se od studija do studija u Hrvatskoj (od 4 do 13 tjedana tijekom pet studijskih godina). UsporeĎujući to s nekim od europskih drţava (Italija, Engleska, Irska, Švicarska) gdje stručno-pedagoška praksa traje od 24 do 32 tjedana, zaključujemo da je to daleko ispod europskog prosjeka.
Za potrebe pisanja ovoga rada, provedeno je online istraţivanje putem aplikacije Google docs kako bi se ispitalo mišljenje studenata Učiteljskog fakulteta Sveučilišta u Zagrebu o stručno-pedagoškoj praksi u osnovnoj školi. Istraţivanju je pristupilo 87 ispitanika (N = 87). Nakon obrade podataka, potvrĎeno je kako ne postoji statistički značajna razlika u mišljenju studenata o stručno-pedagoškoj praksi prema spolu, mjestu studiranja, studijskoj godini, ţupaniji u kojoj se obavljala stručno-pedagoška praksa ili pak mjestu gdje se škola nalazi (urbana ili ruralna sredina). U posljednjem dijelu upitnika bilo je postavljeno pet otvorenih pitanja u kojima su studenti mogli izraziti svoje (ne)zadovoljstvo sa stručno-pedagoškom praksom. Prema odgovorima, zaključeno je da studenti smatraju stručno-pedagošku praksu jednim od najvaţnijih segmenata tijekom svog studija te da bi joj se trebao povećati fond sati kao i količina zadataka koje studenti trebaju izvršiti tijekom hospitacije.
Nedostatak ovog istraţivanja je vrlo nizak uzorak. Poveća li se uzorak ispitanika moguće je da će se promijeniti i rezultati, stoga ova problematika ostaje otvorena za buduća istraţivanja.The Faculty of Teacher Education's students, in addition to acquiring theoretical knowledge about upbringing and education, are required to do professional-pedagogical practice in one of the primary schools in Croatia. The aim of professional-pedagogical practice is to provide students with direct insight into the educational work of the school and the work of mentors and achieve the purpose and tasks of teaching in lower grades of primary school, application of various theoretical knowledge in teaching and extracurricular activities and monitoring the work of students with special needs, indicating the creation of competent teachers in all possible work situations (Pušić, Sablić and Škugor, 2019).
Duration and workload related to the course of Professional and pedagogical practice differs from study to study in Croatia (from 4 to 13 weeks during five study years). Comparing this with some of the european countries (Italy, England, Ireland, Switzerland) where professional-pedagogical practice lasts from 24 to 32 weeks, we conclude that it is far below the european average.
For the purposes of writing this paper, an online survey was conducted through the Google docs application to examine the opinion of students at the Faculty of Teacher Education of University of Zagreb on professional-pedagogical practice in primary school. The study was attended by 87 respondents (N = 87). After processing the data, it was confirmed that there is no statistically significant difference in students' opinion on professional-pedagogical practice according to gender, place of study, academic year, region in which professional-pedagogical practice was performed or the place where the school is located (urban or rural area). In the last part of the questionnaire, five open-ended questions were asked in which students could express their (dis)satisfaction with professional-pedagogical practice. According to the answers, it was concluded that students consider professional pedagogical practice as one of the most important segments during their studies and that it should increase the number of hours as well as the amount of tasks that students need to perform during the hospice. The disadvantage of this research is the very low sample of respondents. If the sample of respondents increases, it is possible that the results will change, so this issue remains open for future research
Ivan Meštrović
No full textRad se temelji na životu i stvaralaštvu jednog od najpoznatijih i najcjenjenijih hrvatskih umjetnika novoga doba. Cilj ovoga rada je poticanje dječjeg divergentnog mišljenja te kreativnosti različitim aktivnostima i poticajima. Također, navedeni su primjeri aktivnosti kojima se može približiti umjetnost te lik i djelo kipara Ivana Meštrovića. Rad započinje pregledom životnog puta Ivana Meštrovića te njegovog djelovanja u Hrvatskoj i inozemstvu. Zbog opsežnosti, pregled je podjeljen na dva dijela, tj. na inozemno djelovanje i Zagrebački opus. Nadalje, govorit će se o Muzejima Ivana Meštrovića koji čuvaju i brinu o umjetninama te publiciraju njegov život. Sustav se kroz godine mijenjao, ali ustanove koje ga čine ostale su iste. Ustanove koje promiču umjetnikovo stvaralaštvo su Atelijer Meštrović, Galerija Meštrović, Kaštelet-Crikvine u Splitu i crkva Presvetog Otkupitelja u Otavicama odnosno Mauzolej obitelji Meštrović. Nakon toga uslijedit će par riječi o izabranim djelima, skulpturama Zdenac Života, Povijest Hrvata, Indijanci u Chicagu i Grgur Ninski, kako bi se što bolje razumio Meštrovićev stil na konkretnim primjerima. Predstavit će se i dječji doživljaj umjetnika i vlastita interpretacija Meštrovićeva djela, a nakon toga slijede opisi osmišljenih aktivnosti za poticanje dječjeg stvaralaštva i razumijevanja umjetnosti. Može se zaključiti kako djeca dobro reagiraju na umjetnost te uživaju u procesu vlastite intepretacije umjenikovih djela i korištenju različitih tehnika izvedbe. Na samome kraju iznešene su zaključne riječi kojima će se sažeti rad i iznijeti mišljenje o napisanome. Ovaj rad poslužit će kao dobra podloga za osmišljavanje aktivnosti i poticaja kojima će se umjetnost približiti djeci te ih potaknuti na stvaranje i kreativnost.This Master thesis is based on the life path and artwork one of the most known and appreciated Croatian artists of the new age. The main purpose of this thesis is to stimulate children`s divergent opinion and creativity through different activities and encouragements. Also, various examples of activities presenting ways how to draw near the character of Ivan Meštrović as an artist and sculptor, are specified in the thesis. The thesis starts with the review of the life path of Ivan Meštrović and his artwork in Croatia and abroad. Due to comprehensiveness, the review is divided into two parts, his abroad artwork and Zagreb opus. Furthermore, there will be presented the Museums of Ivan Meštrović which perserve and take care of his artwork and publish about his life period. The system had been changing through years but the establishements it is made of, have remained the same. The establishements which promote his artwork are Atelier Meštrović, the Gallery of Meštrović, Kaštelet- Crikvine in Split and the Church of the Sacred Saviour in Otavice i.e. the Mausoleum of the family of Meštrović. Furthermore, there will be presented chosen artwork of Meštrović, such as the Well of Life, the History of Croatians, Indians in Chiago and Grgur Ninski, in order to fully perceive the style of Meštrović through specific examples. There will be specified children`s impression of the artist, my own interpretation of the Meštrović artwork, and activities designed to encourage children`s creativity and understanding of art. To conclude, children usually react well on art and they enjoy the process of their own interpretation of the artwork and using different techniques of performance. At the very end, there will be given final word to summarize the thesis and conclude final thoughts on the written part. This thesis serves as a great background for encouraging children`s artwork and creativity through different activities and encouragements
Febrile Seizures In Toddlers And Preschoolers
No full textSami naziv teme završnog rada „Febrilne konvulzije u djece ranog i predškolskog
uzrasta“ govori u današnjem vremenu o vrlo čestoj pojavi kod djece s kojom se odgojitelj i
cijeli odgojno-obrazovni tim, kao i roditelji upoznaju po prvi puta, ako do prije nisu bili sa
time upoznati. Kad jednom dijete uđe u odgojno-obrazovnu skupinu, roditelji moraju znati i
biti svjesni da je dijete često podložno raznim bolestima i infekcijama. Od bolesti
respiratornog sustava, zaraznih bolesti do onih kroničnih u ozbiljnim situacijama.
U ovome završnom radu približiti ćemo i bolje se upoznati sa samim pojmom
febrilnih konvulzija i njihovom manifestacijom, kako se kod djece pojavljuju i koji su
simptomi. Nadalje, rad tematizira i reakcije roditelja na napadaj febrilnih konvulzija u djeteta,
koja je prevencija, liječenje febrilnih konvulzija te sami uzrok nastanka. Ono najbitnije,
objašnjeno je kako odgojitelj može pomoći takvom djetetu, koja je njegova uloga i pristup,
koja je uloga odgojno-obrazovne ustanove kao takve te kakav je daljnji rast i intelektualni
razvoj djeteta s obzirom na dijagnozu.
Cilj istraživanja i uspoređivanja vrtića u radu je prikupiti informacije o funkcioniranju
i reagiranju odgojitelja u situacijama febrilnih konvulzija kod djeteta, njihovoj pojavnosti u
vrtićima, izučenost odgojitelja kao i poznavanje navedene teme. Istraživanje se odnosi
isključivo na odgojitelje i njihova iskustava u radu sa djetetom koje je doživjelo i imalo
febrilne konvulzije.The very title of the thesis "Febrile Convulsions in Early Childhood and Pre-School
Children" speaks of a nowadays very frequent phenomenon children with which the caregiver
and the caregiving team, as well as the parents, acquaint themselves for the first time, if they
have not been informed about it before. Once a child enters a caregiving group, parents must
know and be aware that the child is still susceptible to various diseases and infections: from
respiratory pains, to communicable diseases and to chronic diseases in severe cases.
In this thesis I will explain in detail the mere concept of febrile convulsions and their
manifestation among children and their symptoms. Moreover, the thesis illustrates parents’
reactions to febrile convulsions in their children, their prevention, treatment and the cause of
febrile convulsions itself. The most important part of the research is the manner in which the
caregiver can help a child experiencing this condition, their role and approach to treating the
condition, the role of the educational institution as such, and the further growth and
intellectual development of the child with regard to the diagnosis.
The aim of the research and the comparison of work done in kindergartens is to
provide information on the functioning and reactions of caregivers in the case of febrile
convulsions in children, their occurrence in kindergartens, caregivers’ education and
knowledge of the topic. The study focuses exclusively on caregivers and their experiences in
dealing with children who have experienced febrile convulsions
Content Management Systems In Education
No full textU početku ovog diplomskog rada definirani su sustavi za upravljanje sadržajem te su
njihovo korištenje i izrada web stranica na nastavi informatike u osnovnim školama pozicionirani
u okviru nastavnog kurikuluma. Nadalje su spomenuti i ukratko opisani najpoznatiji sustavi za
upravljanje sadržajem te sve tehnologije koje se koriste kod takvih sustava, a to su opisni jezik
HTML, stilski jezik CSS, programski jezici PHP i JavaScript, baza podataka MySQL i LAMP
poslužitelj. Isto tako, ukratko su opisane značajke sustava za upravljane sadržajem u obrazovanju.
Rad je posebno fokusiran na WordPress sustav, trenutno najpopularniji sustav za upravljanje
sadržajem u svijetu, njegove značajke, mogućnosti, funkcionalnosti, prednosti i nedostatke te je u
posljednjem dijelu rada opisan proces izrade web stranice školske knjižnice u WordPress sustavu.At the beginning of this thesis, content management systems were defined. Their use and
development of web pages in the teaching of informatics in primary schools were positioned
within the teaching curriculum. Furthermore, the most well-known content management systems
and all technologies used in such systems are mentioned and briefly described, namely the
descriptive language HTML, the CSS style language, the PHP and JavaScript programming
languages, the MySQL database and the LAMP server. Also, the features of the content
management system in education are briefly described. This thesis is especially focused on the
WordPress system, currently the most popular content management system in the world, its
features, capabilities, functionality, advantages and disadvantages. The last part of this thesis
describes the process of creating a school library website in WordPress
Preventive Actions Of Educators In Order To Reduce Undesirable Behaviors In Children With Autism Spectrum Disorder
No full textPoremećaj iz spektra autizma (PSA) je poremećaj kojeg karakteriziraju oštećenja u
socijalnim interakcijama i komunikaciji, postojanje stereotipnih ponašanja te ograničeni
interesi i aktivnosti. Javlja se u ranom djetinjstvu, najčešće do 3. godine života te traje cijeli
život. Iako postoje mnogo istraživanja, etiologija poremećaja nije u potpunosti poznata. Uzroci
nastanka poremećaja iz spektra autizma su nepoznati, odnosno ne može se utvrditi jedan uzrok
nastanka poremećaja, nego se smatra da se radi o više uzoraka zbog kojih nastaje poremećaj.
Svrha rada je prikazati postupke za sprečavanje i smanjivanje nepoželjnih oblika ponašanja kod
osoba s poremećajem iz spektra autizma. Postupci prevencije su bihevioralni pristup, programi
s vizualnom okolinskom podrškom (TEACCHH), sustav komunikacije razmjenom slika
(PECS), model RIO (Floortime), socijalne priče te komični stripovi autorice Carol Gray.
Prikazane preventivne postupke u ovom radu mogu koristiti odgojitelji u radu s djetetom s
poremećajem iz spektra autizma, no odgojitelji trebaju surađivati i sa stručnim suradnicima
(edukacijski rehabilitator, logoped, psiholog i dr.) kako bi se izradio kvalitetan plan podrške za
dijete s poremećajem. Veliku ulogu ima i uključivanje obitelji djeteta s poremećajem u izradu
plana podrške. U radu su navedene i najvažnije karakteristike djece s poremećajem iz spektra
autizma, ključne kompetencije odgojitelja za rad s djecom s teškoćama te prikaz slučaja rada
odgojitelja i edukacijskog rehabilitatora s djetetom kojem je dijagnosticiran
visokofunkcionirajući autizam (VFA).Autism Spectrum Disorder (ASD) is disorder characterized by impairments in social
interactions and communication, the existence of stereotypical behaviors, and limited interests
and activities. It occurs in early childhood, most often up to the age of 3, and lasts a lifetime.
Although there is much research, the etiology of the disorder is not fully known. The causes of
autism spectrum disorders are unknown, it is not possible to determine one cause of the
disorder, but it is considered that there are several patterns that cause the disorder. The purpose
of this paper is to present procedures for preventing and reducing undesirable behaviors in
people with autism spectrum disorder. Prevention procedures include a behavioral approach,
programs with visual environmental support (TEACCHH), Picture Exchange Communication
system (PECS), the RIO model (Floortime), social stories, and comic strip conversations by
Carol Gray. The presented preventive procedures in this paper can be used by preschool
educators in working with a child with autism spectrum disorder, but preschool educators
should cooperate with professional associates (educational rehabilitator, speech therapist,
psychologist, etc.) in order to develop a quality support plan for a child with autism spectrum
disorder. The involvement of the family of a child with a disability in the development of a
support plan also plays an important role. The paper also lists the most important characteristics
of children with autism spectrum disorder, key competencies of educators for working with
children with disabilities and a case report of an educator and an educational rehabilitator
working with a child diagnosed with high-functioning autism (HFA)
Storytelling In Pictures In Early And Preschool Education
No full textU radu se pojašnjava uloga koju pripovijedanje priča ima u djetetovu razvoju. Djeca
od rođenja slušaju priče koje im prvenstveno pomažu u razvoju govora i komunikacije.
Čitanjem utječemo na djetetov cjelokupni razvoj, a uključivanjem djece u aktivnosti čitanja
ostvarujemo to, da postepeno steknu naviku čitanja i tako zavole knjigu. Kada djeca porastu,
knjiga im služi kao izvor zabave i sredstvo putem kojega nesvjesno uče i razvijaju svoje
vještine. U radu su objašnjene dvije vrste pripovijedanja priča uz pomoć slika, kamišibaj i
slikovnica. Obje navedene vrste kombinacija su vizualnog medija s usmenim
pripovijedanjem. Prvi dio rada bavi se kamišibajem; objašnjen je njegov pojam, navedene su
vrste te je pobliže opisana njegova povijest i razina popularnosti koju stječe danas, s obzirom
da mnogi u kamišibaju prepoznaju primjerenu i zanimljivu metodu za rad s djecom, kao i s
odraslima. U drugom dijelu rada objašnjena je slikovnica kao prva knjiga s kojom se dijete
susreće i njezine funkcije. Uz to je istaknuta i uloga odgojitelja kod čitanja slikovnice u vrtiću,
a spominju se i roditelji koji imaju neizostavnu ulogu u cijelom procesu odgoja djeteta. Cilj
ovoga rada je osvijestiti važnost čitanja djeci, prikazati specifičnost kamišibaja kao tehnike
pripovijedanja te promovirati njegovo korištenje u vrtiću s djecom predškolske dobi. U
završnom dijelu rada opisana je razlika između kamišibaja i slikovnice, a nastavno na to sam
odabrala slikovnicu i prikazala kako bih od nje napravila kamišibaj izvedbu.The work explains the role that storytelling plays in a child's development. From birth,
children listen to stories that primarily help them develop speech and communication. By
reading, we influence the child's overall development, and by involving children in reading
activities, we achieve this, so that they gradually acquire the habit of reading and thus fall in
love with the book. As children grow older, the book serves as a source of entertainment and
means by which they unconsciously learn and develop their skills. The paper explains two
types of storytelling in pictures, kamišibaj and picture book. Both of these types are a
combination of visual medium with oral narration. The first part of the paper deals with
kamishibai; its concept is explained, the species are listed, and its history and the level of
popularity it is gaining today are described in more detail, given that many in kamishibai
recognize an appropriate and interesting method for working with children as well as with
adults. In the second part of the work, the picture book is explained as the first book that the
child encounters as well as its functions. In addition, the role of educators in reading the
picture book in kindergarten is emphasized, and parents are mentioned, who have an
indispensable role in the whole process of raising a child. The aim of this paper is to raise
awareness of the importance of reading to children and to show the specificity of kamishibai
as a storytelling technique, and to promote its use in kindergarten with preschool children.
The final part of the paper describes the difference between kamishibai and picture book, and
then I chose a picture book and showed how to make a kamišibaj performance out of it
Elements Of Fairy Tales In The Artistic Expression Of Preschool Children
No full textU likovnom izražavanju djeca prikazuju svijet na način koji su oni doživjeli i shvatili. Ovisno o poticajnoj okolini i individualnim karakteristikama dijete s vremenom usvoji osnove likovnog jezika nakon čega je sposobno izražavati svoje doživljalje, osjećaje, unutarnja stanja i spoznaje. Likovno izražavanje djece može se poticati na razne načine, a upotreba bajki jedan je od njih. Osim što bajka može utjecati na razvoj cijelog spektra sposobnosti, svojim elementima čudesnosti potiče na razmišljanje i maštanje o nerealnom svijetu koji je individualna zamisao svakog pojedinca. Upravo te jedinstvene zamisli elemenata bajki potiču na kreativno stvaralaštvo te djeci omogućuju slobodu i neopterećenost u likovnom izražavanju. U tekstu se govori o utjecaju bajki na cjelokupni razvoj djeteta kao i na likovni razvoj te njenom utjecaju na likovno izražavanje djece. Na koji način elementi bajki utječu na likovno izražavanje djece predstavljeno je u istraživanju dječjeg stvaralaštva u kojem su sudjelovala djeca starije dobne skupine odnosno djeca u dobi od 5 do 6 godina.
Likovne aktivnosti provedene su vezano uz jednu bajku čije su elemente djeca likovno prikazala. Promatralo se koje su elemente bajke djeca najčešće prikazivala, koje su najmanje prikazivala, na koji način su se izrazila i rješavala likovne probleme. Raznolik odabir likova, mjesta i radnji ukazuje na različite utjecaje bajki na svako dijete.In artistic expression, children portray the world in the way they have experienced and understood. Depending on the stimulating environment and individual characteristics, the child eventually acquires the basics of visual language, after which he is able to express his experiences, feelings, inner states and cognitions. The artistic expression of children can be encouraged in various ways, and the use of fairy tales is one of them. In addition to the fact that a fairy tale can influence the development of the whole spectrum of abilities, with its elements of wonder it encourages thinking and fantasizing about the unreal world which is the individual idea of each individual. These unique ideas of the elements of fairy tales that encourage creative creativity and enable children to be free and unencumbered in artistic expression. The text discusses the influence of fairy tales on the overall development of the child as well as on the artistic development and its influence on the artistic expression of children. How the elements of fairy tales affect the artistic expression of children is presented in a study of children's creativity in which children of the older age group and children aged 5 to 6 years participated. Art activities were carried out in connection with a fairy tale whose elements the children presented artistically. It was observed which elements of the fairy tale the children most often presented, which ones they presented the least, in which way they expressed themselves and solved art problems. The diverse selection of characters, places and actions points to the different influences of fairy tales on each child
Including Disabled Children In Early Education And Preschool Institutions
No full textOdnos prema djeci s teškoćama, posebno prema njihovom obrazovanju, mijenjao se kroz povijest
i ovisio je o brojnim faktorima kao što su kulturni, ekonomski, politički i socijalni. Pojavom
socijalnog modela dolazi do značajnih promjena u odnosu društva prema osobama s invaliditetom.
Socijalni model naglašava da invaliditet nije individualni problem te da društvo treba ukloniti
prepreke koje mnogima sprječavaju ravnopravno sudjelovanje u društvu. Naime, invaliditet je
rezultat ograničenja i prepreka u okolini koji svojim kumulativnim djelovanjem sprječavaju
potpuno i aktivno sudjelovanje osobe. Inkluzivno obrazovanje podrazumijeva nediskriminaciju,
suradnju odgojno-obrazovne ustanove s drugim javnim službama i čitavom zajednicom kako bi se
svoj djeci omogućio razvoj vlastitih potencijala i sudjelovanje u procesu učenja. Važna sastavnica
uspješnosti odgojno-obrazovne inkluzije kompetencije odgojitelja. Ključne kompetencije
predstavljaju kombinaciju znanja, vještina, sposobnosti i stavova. Očekuje se da odgojitelji i
učitelji kao temeljni nositelji odgojno-obrazovnog procesa posjeduju potrebne kompetencije i
imaju inkluzivna uvjerenja. Odgojitelji u različitim organizacijskim i prostornim uvjetima imaju
odgovornost kreirati i provoditi programe koji odgovaraju različitim potrebama djece rane i
predškolske dobi. Ostvarivanje odgojno-obrazovne inkluzije u odgojnoj skupini znatno ovisi o
međudjelovanju stavova, znanja, fleksibilnosti i kreativnosti odgojitelja. Na kvalitetu neposrednog
rada i inkluzivnu praksu nepovoljno može djelovati broj djece u skupinama, nedovoljan broj
odgojitelja i drugog odgovarajućeg profesionalnog osoblja te nedostatne podrške odgojiteljima.
Podaci dobiveni u istraživanjima kompetencija i stavova odgojitelja pokazuju da nisu
zadovoljavajući. Vidljivo je da tek polovina odgojitelja nastoji svoju praksu uskladiti s potrebama
djece i suvremenim pedagoškim spoznajama. Sustavu predškolskog odgoja bitno je posvetiti veću
pozornost kako bi mogao zadovoljiti potrebe djece s teškoćama u razvoju te njihovo pravo na
primjereni odgoj i obrazovanje. Cilj ovog rada bio je istražiti modele odnosa društva prema
osobama s invaliditetom, uspješnost odgojno-obrazovne inkluzije, osvrnuti se na obrazovanje,
kompetencije i stavove odgojitelja, ulogu pomoćnika u dječjim vrtićima, vršnjaka i roditelja djece
s teškoćama u razvoju te ukazati na postojanje faktora koji sprječavaju potpunu realizaciju
odgojno-obrazovne inkluzije.The attitude towards children with disabilities, especially concerning their education, has
constantly been changing throughout history, and has depended on a number of factors such as the
the cultural, economic, political and social factors. The society's attitude towards persons with
disabilities changed significantly with the emergence of the social model. The social model points
out that a disability is not an individual problem, and that the society needs to remove all obstacles
which prevent equal participation in the society. Inclusive education implies non-discrimination,
the cooperation of educational institutions with other public services and with the entire
community in order to enable the development of personal potentials, as well as participation in
the process of education to all children. An important competence for the success of the inclusion,
is the competence of the educator. The key comptencies are a combination of knowledge, skills,
abilities and the attitude of the educator.Thus, it is desirable that educators, who are involved in
implementing inclusion into education, have all the necessary competencies for its
implementation. Educators, in different organizational and spatial conditions are responsible for
creating and implementing programs which meet the various needs of early and preschool age
children. Achieving educational inclusion in an educational group depends on the interaction of
attitudes, knowledge, flexibility and creativity of the educator. However, the quality of the direct
work and the inclusion can be affected by number of children in the groups, the limited
professional staff and insufficient support for educators. Researches on the educators'
competencies and attitudes have shown that the data obtained is not satisfactory. It is obvious that
only half of the educators put effort in trying to harmonize their work with the children's needs and
with the contemporary pedagogical knowledge. Much more attention should be paid to the
preschool education system in order to meet the needs of children with disabilities and their right
to appropriate education and socialization. The purpose of this paper was to explore the models of
the society's relationship to persons with disabilies, the success of inclusion into education, the
educators' competencies and attitudes, the role of assistants in kindergartens as well as the role that
the parents and peers of children with disabilities have in their development, and to point out that
there are other factors which prevent full inclusion
Metric characteristics od testa for assessing coordination in preschool children
No full textU ovom radu analiziraju se metrijske karakteristike novokonstruiranih testova za procjenu koordinacije kod predškolske djece. Pokušava se uz pomoć testiranja otkriti koji test bi valjano mjerio koordinaciju djece predškolskog uzrasta. Ispitan je uzorak od 30 djece (16 dječaka i 14 djevojčica), jednog zagrebačkog vrtića, u dobi između 5 i 6 godina starosti. Ispitivana djeca pripadala su skupini „sportaša“, odnosno od kada su krenuli u vrtić pripadaju Sportskoj skupini u odgojno-obrazovnoj ustanovi. U svrhu diplomskog rada, ispitanici su bili podvrgnuti testiranju u tri testa za procjenu koordinacije, a sve testove izvodili su u 3 pokušaja. U teorijskom dijelu razlaže se pojam koordinacije, motorički razvoj djece predškolske dobi, osvrt na dosadašnja istraživanja.
Testovi su generalno pokazali dobre metrijske karakteristike (osjetljivost, pouzdanost), te je dokazano kako bi valjano mogli biti korišteni za procjenu koordinacije kod predškolske djece.This thesis analyses the metric characteristics of the newly constructed tests for assessing coordination in preschool children. The aim was to determine which test would validly measure the coordination of preschool children. A sample of 30 children (16 boys and 14 girls) was measured from one kindergarten in the city of Zagreb and their age ranged from 5 to 6 years. The respondents were part of the sports group within the educational institutuion and had been in the Sports Group since their enrollment. For the purpose of this thesis, the respondents performed three trials of the three tests for assessing coordination. In the theoretical section the term coordination, motor development in preschool children and overview of previous research are analysed. The tests have generally shown good metric characteristics (sensitivity, reliability) and it was determined they could be validly used to assess coordination in preschool children